作者：常瑀倍，刘清堂*，卢颖雪，苗恩慧

出版刊物：International Journal of Educational Technology in Higher Education

出版时间：2026年

内容摘要：

Peer feedback is crucial for promoting deeper thinking and interaction. However, various challenges exist in conducting high-quality peer feedback in collaborative argumentation learning. Generative AI (GenAI) has shown potential for supporting peer feedback, but how GenAI can be efficiently applied to support peer feedback needs to be further explored. In addition, the effect of GenAI-supported peer feedback on argumentation performance and feedback quality remains unclear. To address these gaps, this study compared three peer feedback conditions: peer feedback (PF), peer feedback with GenAI (GenAI-PF), and peer feedback with GenAI supported by prompt scaffolding (PS-GenAI-PF). Forty-five student teachers were assigned to 12 groups of 3–4 students. All groups were randomly assigned to three peer feedback conditions, each including four groups. Kruskal-Wallis H test results showed that the GenAI-supported peer feedback groups performed better in argumentation performance. In particular, the PS-GenAI PF group performed better on “Rebuttal data and warrant” and “Addressing the opposing view”. For feedback quality, the GenAI-supported peer feedback group showed more explanation, suggestions, as well as neutral and negative feedback. The epistemic network analysis revealed that the PS-GenAI PF group had strong associations with negative emotions and higher-order feedback content, such as identification-suggestion and explanation-suggestion. Implications for the instructional design and implementation of GenAI-supported peer feedback in higher education are discussed.

同伴反馈对于促进深层思考和互动至关重要。然而，在协作论证学习中开展高质量的同伴反馈存在诸多挑战。生成式AI（GenAI）已展现出支持同伴反馈的潜力，但如何高效应用GenAI来支持同伴反馈仍需进一步探究。此外，GenAI支持的同伴反馈对论证表现和反馈质量的影响仍不明确。为填补这些空白，本研究比较了三种同伴反馈条件：同伴反馈（PF）、GenAI支持的同伴反馈（GenAI-PF）以及由提示支架支持的GenAI同伴反馈（PS-GenAI-PF）。45名师范生被分配到12个由3至4名学生组成的小组。所有小组被随机分配到三种同伴反馈条件中，每种条件包含四个小组。Kruskal-Wallis H检验结果表明，GenAI支持的同伴反馈组在论证表现上表现更优。具体而言，PS-GenAI-PF组在“反驳数据与正当理由”和“回应对立观点”方面表现更好。在反馈质量方面，GenAI支持的同伴反馈组表现出更多的解释、建议，以及中性和负面的反馈。认知网络分析显示，PS-GenAI-PF组与负面情绪和更高阶的反馈内容（如识别-建议和解释-建议）存在较强关联。研究还讨论了GenAI支持的同伴反馈在高等教育中的教学设计与实施启示。